Presentation on theme: "MUS Outcomes Assessment Workshop University-wide Program-level Writing Assessment at The University of Montana Beverly Ann Chin Chair, Writing Committee."— Presentation transcript:
MUS Outcomes Assessment Workshop University-wide Program-level Writing Assessment at The University of Montana Beverly Ann Chin Chair, Writing Committee Beverly.firstname.lastname@example.org Megan Stark Professor, Writing Committee Megan.email@example.com Kelly Webster Director, Writing Center Kelly.firstname.lastname@example.org
General Education Writing Requirements at UM Freshman Composition Course (WRIT 101) Approved-Writing Course (usually 200-level) Upper Division Writing Proficiency Assessment (UDWPA) Writing in the Major Course (usually 400-level)
Learning Outcomes for Approved-Writing Courses Compose written documents that are appropriate for a given audience or purpose Formulate and express opinions and ideas in writing Use writing to learn and synthesize new concepts Revise written work based on constructive feedback Find, evaluate, and use information effectively Begin to use discipline-specific writing conventions (largely style conventions like APA or MLA) Demonstrate appropriate English language usage
AIM: to improve the quality of student writing by improving the writing program Grounded in Gen Ed courses: analyzes student writing and course syllabi as primary reflections of our writing program Focused on studying the efficacy of learning outcomes : reflects General Education Approved-Writing Course Learning Outcomes Formative: focuses on studying aspects of the writing program to improve and modify those aspects Contextualized : can be scaled and shaped locally to address questions and issues faculty value University-wide Program-level Writing Assessment Implemented, Fall 2013
Goals of the UPWA to provide useful data about student writing proficiency in the context of a General Education Requirement; to analyze student writing as a reflection of our writing program; to uncover trends in students’ writing strengths and areas for improvement; to improve writing instruction and curriculum across disciplines; to provide professional development opportunities for faculty and staff.
The UPWA Holistic Rubric Grounded in the Approved-Writing Course Learning Outcomes Faculty generated Field tested Widely available and adaptable Discussed, interpreted, and debated each spring
UPWA Procedures for Paper Collection Approved-Writing Course faculty identify an assignment in which students are asked to demonstrate the Learning Outcomes. Students remove identifying information from and upload their papers to an online UPWA repository. Students take an online survey.
UPWA Annual Retreat Procedures All faculty, staff, and graduate students TAs are invited to participate. A random sample of papers is identified for scoring. Trained leaders teach participants how to apply accurately and efficiently the UPWA Holistic Rubric. Table leaders facilitate discussion on the rubric and scoring process as participants reach consensus on their scores. Participants complete a survey.
Using UPWA Data The University Writing Committee will: analyze the scoring data for trends in students’ writing strengths and areas for improvement; analyze student survey information; use the Writing Retreat results and feedback to plan a Fall Writing Symposium for faculty; share its findings and monitor/refine the UPWA.
Benefits of the UPWA empowers faculty to shape and engage in assessment that will impact teaching and learning; allows for authentic writing assessment; enacts and promotes shared responsibility for and commitment to writing instruction across disciplines; provides professional development and collaboration opportunities grounded in current research and best practices.
For Further Information UM Writing Committee Website www.umt.edu/facultysenate/committee/writing_committee/UPWA.php